What Pedagogical Methods Impact Students' Entrepreneurial Propensity?

Authors

  • Bonnie Canziani University of North Carolina, Greensboro
  • Dianne H. B. Welsh University of North Carolina, Greensboro
  • Yuchin (Jerrie) Hsieh Rochester Institute of Technology
  • William Tullar University of North Carolina, Greensboro

Abstract

There is a dearth of research that investigates the effectiveness of different pedagogical methods for teaching entrepreneurship. This paper focuses on three learning design choices: experiential learning, use of teamwork, and focus on quantitative methods. The paper examines pedagogical variables that could contribute to raising student scores on constructs of change, risk taking, goal setting, feedback, and achievement as measured by our customized entrepreneurial propensity survey. Results offer moderate evidence to confirm effects of experiential learning designs for goal-setting and weak evidence for feedback. Additional findings suggest the need for rethinking the role of teamwork in entrepreneurship courses.

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Published

2015-10-27

Issue

Vol. 25 No. 2 (2015)

Section

Special Section

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How to Cite

What Pedagogical Methods Impact Students’ Entrepreneurial Propensity?. (2015). Journal of Small Business Strategy (archive Only), 25(2), 97-113. https://libjournals.mtsu.edu/index.php/jsbs/article/view/563